Abstract:

The contribution of Argumentation-Based Inquiry (ABI) and STEM, which is one of the innovative educational approaches, to the development of 21st century skills is the focus of this research. The aim of the research is to examine the effect of STEM education supported by Argumentation-Based Inquiry on 7th grade students' communication, scientific creativity and problem solving skills with critical thinking disposition. Exploratory design from mixed research methods was used in the study. The participants were 11 students from a secondary school in the Black Sea Region. Scientific Creativity Test, California Critical Thinking Disposition Test, Communication Skills Assessment Scale, Problem Solving Skills Inventory and Semi-structured Interview Form were used in the study. Content analysis was used to analyse the qualitative data obtained from the semi-structured interview form and Wilcoxon Signed Ranks Test and Kendall's Tau were used to analyse the quantitative data obtained from the scales. In the study, it was determined that students' scientific creativity, critical thinking, communication and problem solving skills improved with STEM education supported by Argumentation-Based Science Learning. It was concluded that there was a positive and moderate relationship between problem solving skills and critical thinking skills and between problem solving and communication skills. In addition, it was determined that there was a positive and high level relationship between communication skills and critical thinking skills. The students stated that STEM education supported by Argumentation-Based Inqury activities increased both permanent and fun learning, self-confidence, interest in the lesson and classroom interaction, and contributed to the development of skills such as creativity, critical thinking, problem solving and research and inquiry.

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